Instrument Loaner Program

Give your participants access to instruments while at home

Covid-19 has been disruptive to many after school programs and many participants can’t afford to have instruments at home.  Give your participants access to instruments and production equipment to help them continue to make music at home. The types of instruments have been specifically selected for at home use and can help music program staff implement virtual lessons and projects.

NOTE: Any featured products are based on the experience and opinions of Network members and Music & Youth. We do not receive any financial benefit from the vendors to promote their products. We just thought they were helpful and you might like ’em. 

Best Instruments for At-Home Use:

Music Production Package – $220
Focusrite Scarlett Solo Studio Recording Bundle
Singer/songwriter Package – $150
Shure MV5 Digital Condenser Microphone Bundle
Acoustic Guitar Package – $170
Yamaha JR1 (w/bag)($150/ea, Tuner – $10/ea, Picks – $3.50/pack, Strap $6/ea) 
Ukulele Package – $60 
Kala Ukulele Starter Kit
Drummer Package – $160
Pyle PTED06 Electronic Drum pad
or…
Drum pad/sticks Kit – $25 
Evans RealFeel Drum Pad and Drumsticks
Digital Piano Package – $120
Casio Casiotone CT-S200

Example Requirements – Below are some examples that other organizations have used – Customize the requirements to meet your needs: 

  • Permissions – Parent Permission and registration materials (see sample below) 
  • Participation – Participation in virtual workshops and performances and 150-word essay answering – “What are the musical goals you hope to accomplish?”
  • Equipment – Participants and parents assume responsibility of caring for instruments and damage (other than general wear and tear) and Prompt return at Loan Due Return Date

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Using the Nashville Number System to Create Bands

Skip instrument “lessons” and get participants to play in bands from day #1

ive your participants the ultimate musical experience by getting them to play their favorite songs in a band on the very first day. Youth participants are empowered by choosing their instrument, song, bandmates, and stage name. Your role is to simplify the chord progressions or drum beats (ie. root notes) and get the band to play along with the recording while performing on stage. Instead of weekly “lessons,” participants attend a regular band rehearsal with the goal of performing at a showcase performance each month. 

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How to… 

Before participants arrive 

  • Prepare an approved Song List on a white board (ie. popular songs for participants to choose from) 
    • Limited song options from a common playlist gives participants a sense “guided choice” 
    • Allows the staff to prepare learning materials for a realistic amount of songs, including, tempo/key signature, progression shorthand (ie. Nashville # system), and song form
    • Add individual progressions for Verse, Chorus, Pre-Chorus, Bridge, etc. 
    • Print lyric sheets (if needed) 
      • Create a playlist on Spotify or Apple Music for quick access
  • Tape and label instruments
Guitar/bassPiano 
Use white Gaffers tape to label frets with chord function. Move tape for each songParticipants play root notes using one finger on one stringLabel keys with chord function using tape or dry erase markersParticipants play root notes using one finger 
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“Karate Belt” Reward System

Want ninja level musicians?! Help your participants earn a musical “black belt.”  

A black belt in karate is a badge of honor representing the highest level of skill. The “Karate Belt” Reward System uses different color guitar picks (similar to “karate belts”) to reward participants’ progress and motivate them to achieve their goals on instruments or music technology.

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How to…

  • Determine what skills participants must demonstrate in order to “level up” on each instrument or music technology gear. Then print and display the “karate belt” requirements for each instrument.
    • The Sample “Karate Belt” Reward System Achievements chart below uses 5 colors, each representing different levels of achievement plus an exclusive club called “The Red-Hot Pick Society” for anyone earning a purple pick on 3 or more instruments
  • Create an incentive chart to visually track and help motivate participants’ achievements.
  • With help from instructors, participants work to earn each colored guitar pick to add to their necklace.
    • Note: If a participant earns their “Yellow” rank in more than one instrument, no need to give them another yellow guitar pick for their necklace. Instead, simply note their achievement on the incentive board.
  • Participants wear their multi-colored guitar pick necklace that proudly displays their rank.

The recommended equipment list below is an example that would serve approximately 30 participants. Your needs and quantities may vary (depending on # of participants).

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New Participant Orientation Tools

Expecting lots of new kids this semester? Set them up for success with these handy tools!

Download the bundle of ALL of the New Participant Orientation Tools

or choose an individual resource

New Participant Orientation Process

New Participant Orientation Process

Help break the ice and welcome new participants so they can make music right away! ...
Establishing House Rules

Establishing House Rules

Set expectations and ensure proper use of the equipment and facilities. Your Music Studio likely ...
Equipment Orientation Worksheets

Equipment Orientation Worksheets

Focus on helping participants MAKE MUSIC right away by conducting short equipment orientations to get ...
Musical Poster Boards

Musical Poster Boards

Large posters you can print and hang in your music room to help remind participants ...

“Sticky” Instrument Challenges

Want beginners to have instant success on instruments? Forget notation and pick up some tape or stickers!

“Sticky” Instrument Challenges are a great way to “gamify” your music program and expose participants to new things without having to learn music theory/notation first. At the start of each day, introduce several Instrument Challenges for participants to choose from (on different instruments). For example, participants have to complete a challenge in order to “unlock” privileges like using the recording studio, or instrument equipment, etc. “Sticky” Instrument Challenges help introduce basic concepts and gives participants success right away in hopes that they “stick” with it.

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How to…

  • Decide how often you’ll introduce the Instrument Challenges challenge. For example,
    • Every day – choose a specific time, etc. 
    • Each week (e.g. every Wednesday – or whatever day you choose) 
  • Decide on the format of the challenge – ie. everyone must complete or make it an optional challenge that helps participants earn extra privileges, etc.  
  • Make it easy for all skill levels to complete the challenges; examples include: 
    • Piano – use “Avery See-Through Removable Color Dots”, Post-it Page Markers (multi-color pack), Multi-colored dry erase markers 
    • Guitar/bass – use masking tape along the top of the neck/fretboard – label the fret number in sequence 
    • Drums – use an easy “play along” track, YouTube clip or take a video of an instructor playing a basic groove.  
  • Create fun challenges that participants must complete before participating in other programs/activities (displayed on a white board). Examples include: 
    • “Chord Buster” – Participants must play through a I-IV-V progression.  
      • Piano – Green dots = C Major chord, Red dots = F Major, Blue dots = G Major
      • Guitar/bass – #1 = Low E string, 8th fret (C); #2 = Low E string, 1st fret (F); #3 = Low E string, 3rd fret (G)
    • “Melody Mystery” – Place a sequence of colored dots or label fretboard that participants must “decode” in order to play a familiar melody.
    • “Octave Obsession” – Place colored dots or label fretboard on various octaves, and discuss the basic concept of what participants are playing.
    • “Scale Trail” – Place colored dots or label fretboard on various scales and discuss key signatures with participants.
    • “Intricate Intervals” – Place colored dots or label fretboard on basic scale intervals for a quick ear training exercise.
    • “Groove Master” – ask participants to recreate a drum groove on a video or recording
    • “Rhythm Xerox” – participants have to repeat a series of rhythms 
  • Optional – Use the same concepts for helping participants on music technology equipment 

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Big Ears

Help participants develop their ear and the critical listening skills that are nearly impossible to notate

Critical listening skills like tone, intonation, and groove are universal and highly sought after by all musicians. These skills are also often overlooked or taken for granted in favor of traditional music education skills like music theory and reading skills. Help your participants become well rounded musicians by developing their ear, overall critical listening skills in their playing or music productions. Below are a few ideas on how to help your participants accurately identify and communicate music elements and use them in their own playing or songwriting.  

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How to… 

Be creative in how you communicate musical skills in instrument workshops, ensembles and/or music productions.  

Some ideas for Big Ears workshops include (but not limited to): 

Music Theory:

  • Find the Note: Play a note on piano and have other instrumentalists match the pitch on their instrument
  • Intervals: Give starting notes and find second note based on reference of sound. Limit options to Major, Minor 3rd, etc.
  • Identify Chords: Determine whether chords in root position are minor or major. Move chords around but don’t invert. Make it easy at first and build from there.
  • Transcribe: Figure out a guitar line/chords by ear.

Music Production/Engineering:

  • Listen as a Producer: Describe instrumentation and explain arrangement. How many hooks? Any interludes? Etc.
  • Mixing: Working through a mix and talking through the different instruments and how we handle certain frequency ranges
  • Physics of Sound: How does sound travel? What are frequencies, how are they measured, and what are the frequency ranges instruments play in?

Songwriting:

  • Rhyme Schemes: What type of rhyme schemes is the artist using? Slant rhymes, or perfect rhymes?
  • Lyrical Imagery: Is the artist using metaphor, simile, alliteration? What does it make you feel or visualize? 
  • Performance: What type of emotion is the artist using on the track? How does it support the lyrics? 
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VIP Band Program

Motivate your Very Important Participants to become Virtuoso Instrument Players!

Avoid the musical progress plateau with your participants by motivating and challenging them with an exclusive VIP Band program opportunity. Each week, Junior band participants (age 13-15) and Senior band participants (age 16-18) participate in exclusive Workshops and programs that help build skills in their chosen instrument. Participants in this program are expected to attend weekly instrument and/or studio Workshops to develop their musical knowledge and music technology expertise. They will work closely with their bandmates to build strong bonds with their peers. VIP Band participants have opportunities to play at  higher stakes performance opportunities in the community, developing a sense of pride in their hard work and dedication. 

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How to… 

Participants in the VIP Band Program are divided into two bands.  Each group is typically limited to no more than 10-12 participants: 

  • Junior Band: ages 13-15
  • Senior Band: ages 16-18 

Each week, VIP Band members commit to: 

  • Participating in their choice of Instrument Workshop/s 
    • Attend a at least one weekly Workshop series such as guitar, bass, drums, piano, vocals, lyric writing, music production or music business
    • Each participant is encouraged to stick to their chosen instrument for the entire semester but can change their instrument choice at the start of a new semester
  • Expanding their Musical Knowledge 
  • Learn and apply the basics of music (like rhythm, harmony, melody and notation basics) on their chosen instrument
  • Project – Compose an original 16-32 bar song by the end of each semester
  • Participating in Music Production projects
    • Such as “Sound-alike” projects, iPad beat making, Recording Studio sessions
    • Project suggestion – Record an original song with distinct “A” and “B” sections by the end of each semester
  • Joining a band
    • Learn rehearsal and performance techniques 
    • Project suggestion – Perform in one Open Mic night by the end of the semester

Tracking VIP participants’ progress: 

  • Create a poster board tracking sheet
  • Participants get a stamp in the category activity they’ve completed each week. Visually displaying progress is motivational to the participants.
  • VIP’s must have 3 stamps at the end of each week, 12 stamps at the end of each month

Sample VIP Band Incentives: 

  • First to know about concert tickets, field trips
  • Prioritized Recording Session time
  • High profile performance opportunities (galas, fundraisers, community events, etc.) 
  • Opportunities for a music video shoot
  • Monthly rewards, raffles, prizes
  • Music books, lyric books, pick necklaces, VIP-only party (ice cream, movie night)
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